Teaching Mathematics to English Language learners

Spring 2019– Syllabus

Course Instructor
CI 593G Ji Yeong I, Ph.D.
Course website: jiyeongi@iastate.edu
https://learn.canvas.net/courses/1884 515-294-7667
January 14th – May 10th 1660B Lago, Iowa State University
Register/Technology: Clyciane Michelini Teaching Assistant: Ricardo Martinez
clyciane@iastate.edu ricardom@iastate.edu

Teaching ELLs
Mathematics to
English Language Learners

This course is designed for pre–service/in– MATH TEACHING

service teachers and others who will work or
work with K-12 students who have
linguistically and culturally diverse
backgrounds, especially students of other
languages (English language learners/Emergent Bilinguals or Multilinguals). The core concept of
this course is helping teachers understand the needs of various English language learners (ELLs),
learn to use their language and culture as a resource in mathematics classrooms, and implement
research-based instructional strategies that are effective to teach mathematics for ELLs.
Remark: We want to use Emergent Bilinguals instead of ELLs to respect the fact that ELLs
can already speak at least one language and the education should turn these students not
only into English proficient students but also into successful bilinguals. However, we will use
ELLs for states and other policy entities and to avoid possible confusion.

COURSE GOALS

After completing this course, students will be able to:

1. Identify various needs and capabilities of ELLs in learning mathematics.
2. Use ELLs’ languages as a resource, not a deficit and learn to use multiple modes of
communication.
3. Implement research-based strategies to teach ELLs in order to maximize their learning
through cognitively demanding mathematical activities and differentiate teaching practice
corresponding to their ELLs.
4. Support ELLs’ participation in mathematical discussion as they learn English.

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 COURSE REQUIREMENTS

Prerequisites: K-12 in-service teachers or other educators interested in working with ELLs

Required tools: Computer with Internet access, Canvas.net account (free)

Required texts:
• Celedon-Pattichis, S., & Ramirez, N. G. (Eds.). (2012). Beyond good teaching: advancing
mathematics education for ELLs. Reston, VA: National Council of Teachers of
Mathematics.
Recommended text
• García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: policies, programs,
and practices for English language learners. New York: Teachers College Press.
• Various articles/book chapters will be made available (on the course website).

Participants have the following options to register for 1, 2 or 3 Licensure Renewal (LR)
credits:
• 1 LR Credit (minimum 15 hours of work/ 1 hour per week)
o Complete content modules (required reading, video materials)
o Participate in course discussions
• 2 LR Credits (minimum 30 hours of work/ 2 hours per week)
o Complete content modules (required reading, video materials)
o Participate in course discussions
o Submit module exit assignments (Modules 0 ~ 4) except Modules 5 & 6
• 3 LR Credits (minimum 45 hours of work/ 3 hours per week)
o Complete content modules (required reading, video materials)
o Participate in course discussions
o Submit module exit assignments (Modules 0 ~ 5)
o Submit module 6 exit assignment which is a group project

COMMUNICATION
Communication with the instructor is essential. Please check your email every day. The
best way to reach the instructor would be email. In addition, you can have a video conference
with the instructor via Zoom. Because this is a 100% online course, the office hour is your
chance to talk to your instructor. The office hour is by appointment. You can set up a ZOOM
meeting with Dr. I (jiyeongi@iastate.edu) or Mr. Martinez (ricardom@iastate.edu) via email.

SELF-PACED SYSTEM
We designed this course as convenient for teachers as possible but maximize the learning
outcomes. You may complete all modules except a group project in Module 6 earlier than the
final day or you may begin in the middle of semester. The following schedule is recommended
but not required. It would be helpful to remember these dates though because most students in
this course will participate in the online discussion along with the schedule.

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 RECOMMENDED COURSE SCHEDULE

Exit Assignment Discussion Due

Start Date (Investigation) Due (Entry/Reply)
Mondays Sundays Saturdays/Wednesdays
Introduction Jan 14th Monday Jan 20th Sunday Jan 19th
Module 1 Jan 21th Feb 10th Jan 26, Feb 2/Jan 30, Feb 6
Module 2 Feb 11th Feb 24th Feb 16/Feb 20
Module 3 Feb 25th Mar 10th Mar 2/Mar 6
Module 4 Mar 11th Mar 31th Mar 16/Mar 27
Module 5 Apr 1st Apr 14th Apr 6/Apr 10
Module 6 Apr 15th May 5th Apr 20/Apr 24

MODULE OVERVIEW

Module 0: Introduction
You will get familiar with using the course site by watching tutorial videos and participating in
various menus such as posting an entry to the discussion board, uploading the assignments
through the course website, and also taking a pre-assessment.

Module 1: Who are ELLs?

This first module introduces ELLs in various ways, such as previous and current statistical facts,
findings from previous research studies, and the thoughts and experiences of ELLs and their
teachers in K-12 classrooms. In this module, we address the difficulties ELLs and their teachers
may have in mathematics classrooms and how teacher positioning may influence the ELLs
learning in mathematics.

Learning Outcomes
1. Identify various needs and capabilities of ELLs in learning mathematics through their
own experience
2. Use different mathematics notations and procedures of ELLs as a resource in
mathematics classrooms
3. Define ELLs as competent academic learners in mathematics classrooms.

Module 2: Culturally Responsive Teaching (or Funds of Knowledge)

“The quality of the classroom environment has a big impact on the mathematics learning of
ELLs” (Celedon-Pattichis, S., & Ramirez, N. G., 2012, p. 47). In this second module, we explore
if mathematics is a universal language and how mathematics involves cultural aspects. In
addition, we discuss how teachers set high expectations by affirming students’ languages and
cultures.
Learning Outcomes
1. Identify culturally responsive teachers’ discourse and effectively implement culturally
responsive teaching strategies.
2. Apply various ways to use student’s language and culture as an intellectual resource, not
a deficit in mathematics classrooms.

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Module 3: ELL-focused Strategies
In this module, students will learn research-based strategies designed for or focused on ELLs
with cases of practices and classroom situations. The guiding principles will come to life in this
module and students are encouraged to implement the introduced strategies, reflect and share
their experience. We also discuss how these strategies help teachers provide effective supports
and assessment methods.

Learning Outcomes
1. Implement alternative tools, such as using images, gestures, graphic organizers, and real-
life contexts.
2. Provide linguistic supports including paraphrasing (synonyms), revoicing, sentence
frame, word walls, glossary, first language, etc.
3. Apply various group settings and peer supports for ELLs.

Module 4: Academic Language

It is a common belief that ELLs have less difficulty in mathematics classroom because
mathematics is “language free.” However, language plays an important role in learning and
teaching and those who are not fluent in conversational language have a significant obstacle
when participating in math talk. Students will learn how academic language in mathematics
classroom influences mathematical activities and how to engage students in word problems.

Learning Outcomes
1. Identify mathematics language demands and distinguish academic language from
everyday language.
2. Provide multiple layers of scaffolding and multiple representations to support students
solve word problems.
Module 5: Mathematical Discussion
Current mathematics education standards in the U.S. emphasize mathematical discussion and
problem solving. We will discuss various approaches to help ELLs participate in “math talk”
while working on cognitively demanding mathematical tasks.

Learning Outcomes
1. Effectively communicate with ELLs using multimodal discursive tools in a mathematics
classroom.
2. Encourage ELLs to participate in mathematical discussions using multiple modes of
communication tools.

Module 6: ELL-focused Lesson Planning

In this sixth and final module, we combine all of the previous learning to develop and analyze an
effective mathematics lesson for ELLs.

Learning Outcomes
1. Design an effective mathematics lesson that embeds ELL-focused strategies without
reducing cognitive demand of a task.
2. Analyze effective mathematical lessons for ELLs with multiple lenses.

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 ASSIGNMENTS

1. Discussion Participation: After reading articles/books and watching videos in a module,

post your response to each discussion prompt in the Discussion Board. The initial entry to
the Discussion Board is due the Saturday. You need to upload at least one entry for each
discussion prompt. There are usually more than one discussion prompts in each module.
The second week will be spent on replying at least one peers’ entries in each of the
discussion forums and completing the investigation. Your replies are generally due the
second Wednesday.

2. Investigation (Module Exit Assignment): Each module has a different investigation. The
description is included in each module. Using what you learned in the module, complete
the investigation and upload it via Canvas. Most investigations have two options: with
classroom access and without classroom access. You can choose any option but are
highly encouraged to use “with classroom option” if you do have classroom access. The
recommended submission day is the last day of the module (Sundays). You must submit
all assignment by the end of semester (5/4)

GRADING

All assignments are graded by completion, and you need to complete at least 80% to pass this
course.

For 3 LR credits;
Assignments Weight
Reading & Discussion Participation 30 %
Module Exit Assignment (Modules 0 ~ 5) 50 %
Module 6 Exit Assignment (Investigation) 20 %
Total 100 %

For 2 LR credits;
Assignments Weight
Reading & Discussion Participation 40 %
Module Exit Assignment (Modules 0 ~ 4) 60 %
Total 100 %

For 1 LR credit;
Assignments Weight
Reading & Discussion Participation 100 %
Total 100 %

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 UNIVERSITY POLICY

Online Class Netiquette

Your instructor and fellow students wish to foster a safe on-line learning environment. All
opinions and experiences, no matter how different or controversial they may be perceived, must
be respected in the tolerant spirit of academic discourse. You are encouraged to comment,
question, or critique an idea but you are not to attack an individual.

Course Accommodations for Students:

Iowa State University is committed to assuring that all educational activities are free from
discrimination and harassment based on disability status. All students requesting
accommodations are required to meet with staff in Student Disability Resources (SDR) to
establish eligibility. A Student Academic Accommodation Request (SAAR) form will be
provided to eligible students. The provision of reasonable accommodations in this course will be
arranged after timely delivery of the SAAR form to the instructor. Students are encouraged to
deliver completed SAAR forms as early in the semester as possible. SDR, a unit in the Dean of
Students Office, is located in room 1076, Student Services Building or online at
www.dso.iastate.edu/dr/. Contact SDR by e-mail at disabilityresources@iastate.edu or by phone
at 515-294-7220 for additional information.

Academic Misconduct:
Academic Misconduct in any form is in violation of Iowa State University Student Disciplinary
Regulations and will not be tolerated.
“Academic dishonesty occurs when a student uses or attempts to use unauthorized information in
the taking of an exam; or submits as his or her own work, themes, reports, drawings, laboratory
notes, or other products prepared by another person; or knowingly assists another student in
such acts or plagiarism. Such behavior is abhorrent to the university, and students found
responsible for academic dishonesty face expulsion, suspension, conduct probation, or
reprimand.” (Iowa State University Bulletin, 2013-2014) Students are advised to pay particular
attention to the information on plagiarism provided in the Bulletin
(www.catalog.iastate.edu/academiclife)

Students’ work must be original for this course. Academic dishonesty includes things like using
information from books, journals, or the Internet without giving proper credit (citation and
reference); unauthorized use of information in taking an examination; or handing in a project as
your own that was based on another person's project whether from current or previous semesters
and even if the original project is substantially changed. Academic dishonesty also includes
assisting another student in academic dishonesty (e.g., giving someone your project to use as a
template). Please do your own work and be sure to give proper attribution when you use ideas
and materials from other sources.

Dr. I will follow the policies on academic dishonesty and misconduct as adopted by the
university. According to University policy, if an instructor believes a student has behaved
dishonestly in his/her course, the first thing he/she is to do is “confront the student with the
charge…and arrange a meeting…to discuss the charge and hear the student’s explanation” (Iowa

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State University Bulletin, 2011-2012, www.catalog.iastate.edu/academiclife). If the student
denies the charge, the instructor “may not assign the student a grade until the question of
responsibility is resolved… The instructor shall consult with his/her department chair and report
the incident in writing to the Dean of Students.” The Dean of Students will refer the case to the
Office of Judicial Affairs to be investigated. TRANSLATION: DO NOT PLAGIARIZE! This
typically includes failing the student in the course and reporting the infraction to the Dean of
Students, which may result in expulsion from the University.

See additional information about Academic Misconduct at

http://www.dso.iastate.edu/ja/academic/misconduct.html for more details and a full explanation
of the Academic Misconduct policies.

Discrimination and Harassment

Iowa State University prohibits discrimination, which can include disparate treatment directed
toward an individual or group of individuals based on race, ethnicity, sex, pregnancy, color,
religion, national origin, physical or mental disability, age (40 and over), marital status, sexual
orientation, gender identity, genetic information, status as a U.S Veteran (disabled, Vietnam, or
other), or other protected class, that adversely affects their employment or education. For religion
or disability, the law allows employees and students to request reasonable accommodations to
continue their work or studies.

Iowa State University also prohibits harassment, which can be a form of discrimination if it is
unwelcome and is sufficiently severe or pervasive and objectively offensive so as to substantially
interfere with a person's work or education. Harassment may include, but is not limited to,
threats, physical contact or violence, pranks, jokes, bullying, epithets, derogatory comments,
vandalism, or verbal, graphic, or written conduct directed at an individual or individuals because
of their race, ethnicity, sex, pregnancy, color, religion, national origin, physical or mental
disability, age, marital status, sexual orientation, gender identity, genetic information, or U.S.
veteran status. Even if actions are not directed at specific persons, a hostile environment may be
created when the conduct is sufficiently severe or pervasive and objectively offensive so as to
substantially interfere with or limit the ability of an individual to work, study, or otherwise to
participate in activities of the university.

It is the university's goal to prevent the occurrence of discriminatory and harassing activity and
to promptly stop such conduct. See additional information about Discrimination and Harassment
at http://www.policy.iastate.edu/policy/discrimination#Statement for more details and a full
explanation of the Discrimination and Harassment policies.

Religious Accommodation Information

Iowa State University welcomes diversity of religious beliefs and practices, recognizing the
contributions differing experiences and viewpoints can bring to the community. There may be
times when an academic or work requirement conflicts with religious observances and practices.
If that happens, students and employees may request reasonable accommodation for religious
practices. In all cases, you must put your request in writing. The instructor or supervisor will
review the situation in an effort to provide a reasonable accommodation when possible to do so

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without fundamentally altering a course or creating an undue burden for the instructor,
supervisor, or department.
For students, you should first discuss the conflict and your requested accommodation with your
professor at the earliest possible time. You or your instructor may also seek assistance from
the Dean of Students Office or the Office of Equal Opportunity.

For students and employees, it is advisable to confront any potential conflicts as early as possible
rather than waiting until the deadline or event is upon you, leaving everyone little time to plan
and consider alternatives in a comprehensive way. For students, this can be accomplished as
soon as you receive the course syllabus. If an accommodation is given, students and employees
may be required to complete coursework or work assignments in advance of an absence, which
further demonstrates the need to address the conflict early.

If any student feels discriminated against because of religion, the individual(s) may contact the
Office of Equal Opportunity and/or file a complaint under the Discrimination and Harassment
policy.
Inquiries can be directed to the Office of Equal Opportunity
3410 Beardshear Hall
515 294-7612
eooffice@mail.iastate.edu

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